ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.

中文翻译：

---

STEM 教育中的跨学科：批判性评论

摘要 近年来，科学、技术、工程和数学 (STEM) 教育引起了人们的极大关注，并已成为全球研究的关键领域。本文的目的是对 STEM 教育及其跨学科性在该领域早期制定期间发表的实证研究中如何定义和/或定位提供批判性评论。特别是，我们试图确定这些研究如何根据宏观系统话语来概念化学习者和学习，并描绘潜在的假设，这些话语通常作为塑造 STEM 教育研究和实践的意识形态力量。我们检查了 2007 年 1 月至 2018 年 3 月期间发表的 154 篇同行评审文章，并从几个新兴维度对它们进行了分析：它们的地理空间焦点、重点学科领域、方法论和理论假设，以及主要发现。基于批判性的跨学科视角，我们使用批判性话语分析来确定宏观系统和制度化的力量（公开和隐含地）如何塑造 STEM 教育研究，包括其目标和学习者和学习的概念化。我们的分析强调了通过挑战学科霸权和呼吁将重点从人力资本话语重新定位来扩展 STEM 教育研究的审美扩展和多样化的必要性。包括其目标和学习者和学习的概念化。我们的分析强调了通过挑战学科霸权和呼吁将重点从人力资本话语重新定位来扩展 STEM 教育研究的审美扩展和多样化的必要性。包括其目标和学习者和学习的概念化。我们的分析强调了通过挑战学科霸权和呼吁将重点从人力资本话语重新定位来扩展 STEM 教育研究的审美扩展和多样化的必要性。